INTRODUCTION
Teaching Online is a program of six online modules designed to help teachers explore the differences between face-to-face and online teaching, the basics of online course pedagogy and develop the skills necessary to create effective online training. It provides a solid practical basis from which teachers can apply proven online pedagogical frameworks to supplement their existing activities. The program also includes a dedicated student course for use with either online learners or to gain insight into online learner characteristics, challenges and study strategies. This program is suitable for all teachers since it will improve their digital literacy, ranging from an introductory module right through to a dedicated module on using technology tools for teaching online.
ABOUT THE COURSE
Structure:
- Time duration: 14 hours 30 minute online program in 8 weeks i.e. at most 2 hours per week.
- Comprised of six modules:
- Module 1: Introduction to teaching online
- Module 2: Mastering online pedagogy
- Module 3: Designing and developing your online course
- Module 4: Being a successful online teacher
- Module 5: Using technology tools for teaching online
- Module 6: Studying online: A guide for students
Who is eligible?
- All teachers who will be delivering their respective subject matters online.
- All other teachers and administrative staffs seeking to make the transition to online teaching, including:
- Graduate Teaching Assistants
- Part-timers and Volunteers
- Learning Technologists
- Guest Teachers
Objectives / Goals |
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Approaches to Teaching and Learning | ||
Approaches to Teaching | Approaches to Learning | |
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Strategies | Debate, Individual Work, Group Work, Socratic Seminar, Pair Work, PowerPoint Lecture, Lecture, Inter-disciplinary Learning, and Peer Editing.
Attributes: Inquirers, Knowledgeable, Communicators, Open-Minded, Principled, Caring, Risk-Takers, Balanced, Thinkers, and Reflective. |
Content Area | Distance Teaching and Learning | Level | Teachers of all Grades | ||
Course Name/Course Code | Teaching Online / TO | ||||
Standard | Level Expectations | Level Code | |||
TOS-A: Professional Responsibilities | The online teacher demonstrates professional responsibilities in keeping with the best practices of online instruction. | TOS-A | |||
TOS-B: Digital Pedagogy | The online teacher supports learning and facilitates presence (teacher, social, and learner) with digital pedagogy. | TOS-B | |||
TOS-C: Community Building | The online teacher facilitates interactions and collaboration to build a supportive online community that fosters active learning. | TOS-C | |||
TOS-D: Learner Engagement | The online teacher promotes learner success through interactions with learners and other stakeholders and by facilitating meaningful learner engagement in learning activities. | TOS-D | |||
TOS-E: Digital Citizenship | The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use. | TOS-E | |||
TOS-F: Diverse Instruction | The online teacher personalizes instruction based on the learner’s diverse academic, social, and emotional needs. | TOS-F | |||
TOS-G: Assessment and Measurement | The online teacher creates and/or implements assessments in online learning environments in ways that ensure the validity and reliability of the instruments and procedures. The teacher measures learner progress through assessments, projects, and assignments that meet standards-based learning goals, and evaluates learner understanding of how these assessments measure achievement of the learning objectives. (Note: In courses that are already created, teachers may not be able to create or include additional assessments.) | TOS-G | |||
TOS-H: Instructional Design | The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals. | TOS-H | |||
Brite Academy International 22nd Century Skills Critical Thinking and Reasoning : Thinking Deeply, Thinking Differently Information Literacy : Untangling the Web Collaboration : Working Together, Learning Together Self-Direction : Own Your Learning Invention : Creating Solutions |
Module 1 | Introduction to teaching online | Length of Module | 1 hour, 30 minutes – 2 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-A: Professional Responsibilities.
– The online teacher demonstrates professional responsibilities in keeping with the best practices of online instruction. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
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Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | Teaching and Technology |
Module 2 | Mastering online pedagogy | Length of Module | 2 hours, 30 minutes – 3 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-B: Digital Pedagogy.
– The online teacher supports learning and facilitates presence (teacher, social, and learner) with digital pedagogy. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
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Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | Digital Pedagogy |
Module 3 | Designing and developing your online course | Length of Module | 3 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-H: Instructional Design.
– The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
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Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | Content Development |
Module 4 | Being a successful online teacher | Length of Module | 2 hours, 30 minutes – 3 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-C: Community Building.
TOS-D: Learner Engagement. TOS-E: Digital Citizenship. TOS-F: Diverse Instruction. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
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Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | Differentiation |
Module 5 | Using technology tools for teaching online | Length of Module | 2 hours, 30 minutes – 3 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-E: Digital Citizenship.
– The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
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Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | E-Learning |
Module 6 | Designing and developing your online course | Length of Module | 2 hours, 30 minutes – 3 hours | |
Syllabus |
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Standards and Level Expectations Addressed in this module | TOS-E: Digital Citizenship.
– The online teacher models, guides, and encourages legal, ethical, and safe behavior to technology use. TOS-H: Instructional Design. – The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals. |
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Inquiry Questions (Engaging- Debatable): | Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?
What is the biggest challenge in online teaching? |
|||
Reflection. | Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology. | |||
Concepts | Content Development |